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Using Self-Study to Develop a Pedagogy of Elementary Teacher Education: Addressing the Specialist-Generalist Issue

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Self-Studies of Science Teacher Education Practices

Part of the book series: Self-Study of Teaching and Teacher Education Practices ((STEP,volume 12))

Abstract

In this chapter, I use self-study methods to analyze my assumptions and practices for teaching elementary teacher candidates about teaching physical education and to explore the development of my pedagogy of elementary teacher education. The prior physical education experiences of elementary teacher candidates revealed the need for me to disrupt my own pedagogies of physical education that, in many ways, perpetuated some teacher candidates’ negative prior experiences and did little to challenge practices rooted in traditional and often exclusionary types of practice. My pedagogy of elementary teacher education is now underpinned by developing a sense of community in the classroom, fostering a positive vision for teaching elementary students, and modeling inclusive teaching practices.

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Author information

Authors and Affiliations

  1. School of Human Kinetics and Recreation, Memorial University of Newfoundland, St. John’s, NL, Canada

    Tim Fletcher

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  1. Tim Fletcher
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Correspondence to Tim Fletcher .

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Editors and Affiliations

  1. Institute of Technology, Faculty of Education, University of Ontario, Simcoe Street North 11, Oshawa, L1H 7L7, Ontario, Canada

    Shawn M. Bullock

  2. , Faculty of Education, Queen’s University, Union Street 511, Kingston, K7M 5R7, Ontario, Canada

    Tom Russell

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Fletcher, T. (2012). Using Self-Study to Develop a Pedagogy of Elementary Teacher Education: Addressing the Specialist-Generalist Issue. In: Bullock, S., Russell, T. (eds) Self-Studies of Science Teacher Education Practices. Self-Study of Teaching and Teacher Education Practices, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-3904-8_6

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